Differentiation Choice of Task

Choice This strategy gives students a choice of tasks to complete. Tasks can be differentiated by level, method of learning, resource and/or content. Only direction given is that students must choose tasks at or above their target level.

Bones and Muscles Example Stage 1 learners. Six tasks available. Students must complete at least two tasks. Tasks matched to learning outcomes and levelled, PPass, Pass, Merit and Distinction. Range of activities; labelling diagram, solving anagrams, closed exercise, rearranging information, answering questions, card sort. Short achievable tasks. Other resources available for support.

Learning Outcomes for Lesson Distinction Be able to justify the importance of the structure of a synovial joint. Merit Be able to explain the difference between joints, tendons, ligaments and cartilage and how muscles work antagonistically. Pass Understand and describe the movement of muscles and the different types of joint. P-Pass Know the main bones of the skeleton and its three functions.

Bones and Muscles Example Examples of Tasks.

Students’ work Merit and Distinction tasks complete. More than two tasks complete. Self assessment of level.

Students’ work Distinction task complete. Student’s 4 levels progress target is a Merit. Self assessment with justification.

Students’ work Student completed 4 tasks ranging from Pass to Distinction. Student’s 4 levels progress target is a Merit.

Students’ work Completion of Merit and Distinction tasks. Student’s 4 level progress target is a Merit. Self assessment.

Students’ work

Outcomes Students will choose tasks above their target grade/level. Students are actively engaged in the learning and remain on task. Students can work at their own pace. Students will complete more tasks than suggested. Students know what grade/level they have been working at by the completion of specific tasks and understand how to progress.